A set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta - USD Repository

  

A SET OF INSTRUCTIONAL WRITING MATERIALS INCORPORATING

JOURNAL WRITING FOR THE ELEVENTH GRADE STUDENTS

OF SMKN 2 DEPOK SLEMAN YOGYAKARTA

A THESIS

  Presented as Partial Fulfillment of the Requirements To obtain the Sarjana Pendidikan Degree

  In English Language Education By Dameria Magdalena S. Students Number: 031214025

  

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  This thesis is dedicated to:

  • All teachers who devote themselves to teaching
  • *All students who inspire, give strength

    and everlasting happiness, and never

    stop learning

  My Lord, Jesus Christ My beloved Dad and Mom My lovely brothers Rico and Anggi

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

ACKNOWLEDGEMENTS

  Praise Our Lord Jesus, the almighty! Only because of His abundant blessings, I was able to accomplish my thesis. I am also blessed to have people who have supported and facilitated me. It is a wonderful opportunity for me to express my deepest gratitude to all of them.

  My deepest gratitude goes to my beloved family. I should thank God for blessing me with my Bapak and Mama. The love, affection, patience, spirit, and prayer they always give me make me strong. I am also thankful for having my two brothers, Rico and Anggi, who always care about and support me facing anything. I am so abundantly happy to have them in my life.

  My special gratitude goes to Drs. J. B. Gunawan, M.A., my major sponsor, for his willingness to guide me writing my thesis. I thank him for his time and energy to give me valuable criticisms, opinions, and suggestions for the improvement of my thesis. Without his kindness and guidance, I would not accomplish my thesis.

  I should be grateful for having my truly friends Sarah, Mbak Pompom, and

  

Ipat, who are willing to share tears and laughter with me during my unforgettable

  moments, and also Mirtah, Tika, Neti, and Dita for the unforgettable good moments and friendship. I learn many great things from our friendship.

  I am greatly indebted to the English teachers from SMKN 2 Depok Sleman, Yogyakarta: Pak Bambang, Bu Lis and Bu Yuli and the lecturers of the English Education Study Program of Sanata Dharma University, Ms. Yuseva and Ms. Mitha.

  I thank them for their opinions, suggestions and support during the process of my

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  I am also grateful for having chances to learn so many things to Cik Lan and

  

Cik Wen in Klaten together with all kindhearted CEC teachers, Cik Endang, Kak

Retno, Mbak Widi, Mbak Cecil, Kak Ima, Mbak Yani, Mbak Shanti, Mbak Woro,

  and all teachers in Putra Bangsa and Putra Persada, Klaten. I learn many precious things from all those great teachers.

  I cherish my “angel” Ko Adi for sharing me many great things especially for his advice, opinions, and suggestions during the process of my thesis writing.

  Together with Ko Ggn, they shared time and taught me many things about computer programs so that I could finish my design magnificently.

  I appreciate the support from my nice boarding house friends Mbak Nita,

  

Ninae, Dewi “Lulur”, Dayu Citra, Dewi, Mbak Cin, Raida, Udayana, Mbak Dayu,

Weni, Asni, and Windy.

  I thank to all of my friends in PSM “Cantus Firmus”, especially our coach

  

Mas Mbonk for all happy family togetherness. Never stop singing bro’! Besides, I

  thank them for having “GVC Voice”, Arin, who shared the same hard word during the process of our thesis writing, Ima, Erin, Mace, Marcel, Melon, Mas Aji, Andi,

  

Deddy, Mamad, and Goes, who always share the time singing anytime and anywhere.

  My appreciation goes to all my friends during my study in Sanata Dharma University, especially Lukas, Ji’i, Wiwid, Jody, Haris, Seto and all my friends in PBI’03. All we have been through make my life beautiful and colorful.

  Finally, my gratitude also goes to those whom I cannot mention by names. May all of them be blessed with health, happiness, and prosperity.

  

TABLE OF CONTENTS

  Page TITLE PAGE ……………………………………………………………......... i APPROVAL PAGES …………………………………………………………... ii STATEMENT OF WORK’S ORIGINALITY …………………………………. iv DEDICATION PAGE ………………………………………………………... v ACKNOWLEDGEMENTS …………………………………………………... vi TABLE OF CONTENTS ……………………………………………………... viii LIST OF FIGURES …………………………………………………………… xii LIST OF TABLES ……………………………………………………………. xiii ABSTRACT …………………………………………………………………... xiv

  

ABSTRAK ……………………………………………………………………... xv

CHAPTER 1: INTRODUCTION ……………………………………………...

  1 A. Research Background ………………………………………………………

  1 B. Problem Formulation ………………………………………………………

  5 C. Problem Limitation ………………………………………………………...

  6 D. Research Objective …………………………………………………….…..

  7 E. Research Benefit …………………………………………………………...

  7 F. Definition of Terms ………………………………………………………...

  8 CHAPTER II: LITERATURE REVIEW ……………………………………....

  11 A. Theoretical Descriptive …………………………………………………….

  11 1. Writing …………………………………………………………………..

  11 a. The Nature of Writing ……………………………………………….

  11 b. The writing Situation ………………………………………………..

  12 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  2. Journal ………………………………………………………………….

  22 a. Journal is A Way to Generate Ideas ………………………………..

  23

  b. Journal is Low Stake Writing ………………………………………

  24

  c. Maintaining a Journal ………………………………………………

  25

  d. Journal Entries as Private Voice ……………………………………

  25 e. Discovering and Developing the Private Voice …………………….

  26 3. Reflecting Teaching in Second Language Classroom ………………….

  27 a. Opening …………………………………………………………….

  27

  b. Sequencing …………………………………………………………

  28

  c. Pacing ………………………………………………………………

  28

  d. Closure …………………………………………………………….. 29 4. Designing Instructional Materials ……………………………………...

  30

  a. Kemp’s Instructional Design ………………………………………

  30 b. Yalden’s Instructional Model ……………………………………..

  32 B. Theoretical Framework …………………………………………………….

  35 CHAPTER III: METHODOLODY ………………………………………….

  40 A. Research Method …………………………………………………………..

  40 B. Research Respondents ……………………………………………………..

  43 C. Research Setting ……………………………………………………………

  44 D. Research Instruments ………………………………………………………

  45 1. Questionnaire …………………………………………………………..

  45

  2. Interview ………………………………………………………………. 45 E. Data Gathering Techniques ………………………………………………..

  46 F. Data Analysis Techniques …………………………………………………

  47 G. Research Procedures ………………………………………………………

  49

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  1. Conducting A Need Survey ……………………………………………

  51 a. The Data from the Questionnaire ………………………………….

  52 b. The data from the Interview ……………………………………….

  57

  2. Determining Goals, Topics, and General Purposes ……………………

  59 3. Specifying Learning Objectives ……………………………………….

  60

  4. Listing Subject Contents ………………………………………………

  63

  5. Selecting Teaching and Learning Activities and Materials ……………

  65

  6. Designing Materials ……………………………………………………

  66

  7. Evaluating the Designed Materials ……………………………………

  66

  8. Revising the Materials …………………………………………………

  66 B. The Findings of the Designed Materials Evaluation ………………………

  67

  1. Description of the Respondents of the Post-design Survey ……………

  67

  2. Data Presentation ………………………………………………………

  68 a. Descriptive Statistic ………………………………………………..

  68 b. Respondents’ Opinions on the Designed Materials ………………..

  69 c. Respondents’ Suggestions on the Designed Materials …………….

  70 C. Discussion on Revisions of the Designed Materials ………………………

  71 D. Presentation of the Final Version of the Designed Materials ……………..

  73 CHAPTER V: CONCLUSIONS AND SUGGESTIONS ……………………

  76 A. Conclusions ……………………………………………………………….

  76 B. Suggestions ………………………………………………………………..

  77 REFERENCES ……………………………………………………………….

  80 APPENDICES Appendix A: 1. Letter of Permission …………………………………………

  82

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  Appendix C: The Interview Guidance ……………………………………….

  87 Appendix D: The Evaluation Questionnaire …………………………………

  88 Appendix E: The Result of Needs Survey …………………………………..

  91 Appendix F: Syllabus and a Sample of Lesson Plan ………………………... 94 Appendix G: The General Description of the Designed Materials ………….. 108 Appendix G: The Presentation of the Materials …………………………….. 112

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

LIST OF FIGURES

  Page

Figure 2.1. A Process of Model Writing Instruction ………………………….….. 19Figure 2.2. Kemp’s Model ………………………………………………………... 32Figure 2.3. Yalden’s Model …………………………………………………......... 35Figure 2.4. The Researcher’s Model adapted from Kemp’s and Yalden’s Models.. 39Figure 3.1. R & D Cycle and the Writer’s Model ………………………………… 42

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

LIST OF TABLES

  Pages

Table 3.1. Description of the respondents (blank) ……………………………… 44 Table 3.2: Points of Agreement on the designed materials ……………………..

  47 Tabel 3.3. The Results of the Second Questionnaire (Blank) …………………..

  48 Table 4.1. Basic Competencies of Designed Materials that should be achieved… 58

Table 4.2. Indicators of the Designed Materials that should be achieved ………. 60Table 4.3. The Description of the Respondents ………………………………... 67Table 4.4. The result of Designed Materials Evaluations ………………………. 67

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

LEMBAR PERNYATAAN PERSETUJUAN

PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

  Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma : Nama : Dameria Magdalena S. Nomor Mahasiswa : 031214025 Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul :

  

A SET OF INSTRUCTIONAL WRITING MATERIALS INCORPORATING

JOURNAL WRITING FOR THE ELEVENTH GRADE STUDENTS OF

SMKN 2 DEPOK SLEMAN YOGYAKARTA

  beserta perangkat yang dibutuhkan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikan secara terbatas, dan mempublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya sebagai penulis.

  Demikian pernyataan ini yang saya buat dengan sebenarnya. Dibuat di Yogyakarta Pada tanggal 1 Mei 2009 Yang menyatakan

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  

ABSTRACT

Magdalena S., Dameria. 2009. A Set of Instructional Writing Materials Incorporating

Journal Writing for Eleventh Grade Students of SMKN 2 Depok Sleman Yogyakarta.

Yogyakarta: English Education Study Program, Sanata Dharma University.

  This research aims to design a set of instructional writing materials incorporating

journal writing for eleventh grade students of SMKN 2 Depok Sleman Yogyakarta.

Developing materials incorporating journal writing is potential in improving students’

motivations and enjoyment in learning writing as well as improving their writing skill.

This research dealt with two problems: (1) How is a set of instructional writing materials

incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman

Yogyakarta designed? and (2) what does the set of instructional writing materials

incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman

Yogyakarta look like? To solve the first problem, the researcher adapted and combined the instructional

design models offered by Kemp and Yalden. There were eight steps to design the

materials, namely: (1) Conducting a Need Survey, (2) Determining Goals, Topics, and

Materials, (3) Stating Objectives, (4) Listing Subject Contents, (5) Selecting Teaching

Learning Activities and Resources, (6) Designing Materials, (7) Evaluating the Designed

Materials, (8) Revising the Materials. The researcher also adapted reflective teaching in

designing the materials.

  The researcher conducted educational research and development (R&D) in

which the research process was used to develop a set of instructional writing materials.

Having finished designing a set of materials, the researcher distributed a questionnaire to

three English teachers of SMKN 2 Depok Sleman Yogyakarta and two lecturers of the

English Education Study program of Sanata Dharma University to obtain opinions,

comments, criticisms, and suggestions on the designed materials.

  To solve the second problem, the researcher presented the final version of the

designed materials after making some revisions and improvements based on the results of

the materials evaluation. The materials consist of eight units. They are Heroes, Lifestyles,

The Sea, Cyberspace, Global Warming, A Lot Like Love, Hi-Technology, and Design.

Each module consists of four main parts, namely (1) Warm Up, (2) What’s New?, (3)

Let’s Practice It! , and (4) My Journal.

  Based on the results of the designed materials evaluation, the researcher

concluded that the designed materials were acceptable and appropriate. It was shown

from the data presentation of the descriptive statistics that the grand mean was more than

4 (four).

  Finally, the researcher expected that the designed materials will be useful for the

students to learn writing and improve their writing skill and for the teachers who will

implement the materials in their classes and also for other researchers who will conduct a

research and teachers who will develop materials related to these developed materials.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  ABSTRAK

Magdalena S., Dameria. 2009. A Set of Instructional Writing Materials Incorporating

Journal Writing for the Eleventh Grade Students of SMKN 2 Depok Sleman,

Yogyakarta. Yogyakarta: Program Pendidikan Studi Bahasa Inggris, Universitas Sanata

Dharma.

  Penelitiian ini bertujuan untuk mengembangkan seperangkat materi menulis yang

mengikutsertakan penulisan jurnal untuk siswa kelas sebelas SMKN 2 Depok Sleman

Yogyakarta. Mengembangkan materi yang mengikutsertakan penulisan jurnal berpotensi

untuk mengembangkan motivasi and kesenangan dalam belajar menulis begitu juga

meningkatkan kemampuan menulis. Terdapat dua pertanyaan dalam penelitian ini: (1)

bagaimana seperangkat materi menulis yang mengikutsertakan penulisan jurnal untuk

siswa kelas sebelas SMKN 2 Depok Sleman Yogyakarta dirancang? dan (2) Bagaimana

bentuk seperangkat materi menulis yang mengikutsertakan penulisan jurnal untuk siswa

kelas sebelas SMKN 2 Depok Sleman Yogyakarta tersebut? Untuk memecahkan permalahan pertama, peneliti mengadaptsi dan

menggabungkan dua model yang dukemukakan oleh Yalden dan Kemp. Ada delapan

tahap dalam pernacangan materi, yaitu: (1) melakukan survey untuk mengetahui

kebutuhan siswa, (2) menentukan tujuan, (3) merumuskan tujuan pembelajaran, (4)

mengurutkan materi belajar, (5) memilih aktifitas belajar/mengajar dan sumber

pembelajaran, (6) merancang materi, (7) mengevaluasi, dan (8) memperbaiki. Peneliti

juga mengadaptasi pembelajaran refleksi dalam perancangan materi.

  Untuk memecahkan permasalahan kedua, peneliti menampilkan hasil akhir

materi. Materi terdiri dari delapan unit. Masing-masing unit terdiri dari empat bagian,

yaitu: (1) Warm Up, (2) What’s New?, (3) Let’s Practice It!, dan (4) My Journal. Setiap

bagian kegiatan saling berhubungan satu sama lain untuk membangun konsep berpikir

dalam siswa yang akan dituangkan dalam akitivitas menulis jurnal.

  Peneliti melakukan penelitian pengembangan yang proses penelitiannya

digunakan untuk mengembangkan materi. Setelah materi selesai dirancang, peneliti

membagikan kuesioner kedua kepada tiga orang guru Bahasa Inggris SMKN 2 Depok

Sleman Yogyakarta dan dua dosen Pendidikan Bahasa Inggris universitas Sanata Dharma

untuk memperoleh pendapat, komentar, kritikn dan saran mengenai materi yang telah

dirancang.

  Menurut hasil evaluasi materiyang telah dirancang, peneliti menyimpulkan

bahwa rancangan materi dapat diterima dan sudah sesuai dan dapat diterapkan. Hasil

tersebut ditunjukkan dari sajian data statistic deskriptif di mana nilai total rata-rata adalah

lebih dari 4 (empat). Namun demikian, perbaikan masih tetap dilakukan untuk

menyajikan suatu rancangan materi yang lebih baik.

  Akhirnya, peneliti mengharapkan bahwa materi ini dapat berguna untuk siswa

dalam belajar menulis dan mengembangkan kemampuan menulis mereka, dan guru

Bahasa Inggris yang akan menggunakan materi ini, dan mengilhami peneliti lain yang

akan melakukan penelitian dan juag guru yang akan mengembangkan materi yang

berkaitan dengan materi yang telah dikembangkan ini.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER I INTRODUCTION To reveal a thorough discussion of the main problems of the research, the

  researcher presents several important points. Systematically, chapter one elaborates the background of the study, problem formulation, problem limitation, objectives of the study, benefits of the study, and definition of terms.

A. Research Background

  Writing is primarily a social activity. People write mostly for communicating with others. When they write something, it means that they try to communicate what they are thinking to others. Hayes (2000:12) says that what people write, how they write, and whom they write to are shaped by social convention and by their history of social interaction. It means that when they write something, to express what they are going to tell about, they consider about whether the audience is familiar to them or not stranger. That will also influence the way they convey the message to the audience, such as to choose the proper form of the writing so that the message can be revealed by them well.

  Students and teachers, as stated by Vacca and Vacca (2000:214), are finding that writing can be a powerful means of making sense of experience and constructing meaning. By writing what they think, imagine, or experience, the students will find

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  2 enable the students to use the writing as an instrument of discovery, speculation, and learning in their lives.

  Raimes (1983:1) states three advantages of writing activity for the students. First, writing reinforces the grammatical structures, idioms, and vocabularies learnt before. When writing, students unconsciously challenge themselves to make use of various vocabularies and idioms to make their writing clearly-understood. In thus regard, they do exploration in finding the right word and the right sentence to express their ideas. Likewise, this activity also facilitates the development of their grammar.

  Second, when the students write, they also have a chance to be adventurous with the language, to explore what they have just learnt. Moreover, in the writing process, the students are challenged to explore information kept in their mind and make it out into their writing. They also learn how to organize their ideas into a coherence piece of writing. Overall, writing activity may improve their way of thinking.

  Third, when they write, the students necessarily become very involved with the new language. They try as many efforts as possible to express their ideas. They use facial expression such as the constant use of eye when they write, in order to express their ideas. They also use their hands to reinforce their ideas so that they can express it well.

  These overviews indicate that writing is regarded as an important skill to achieve. The close relationship between writing and thinking makes writing a

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  3 experience when doing Praktek Pengajaran Lapangan (PPL) in SMKN 2 Depok Sleman showed that the students there had lack of chances to explore their writing skill. They rarely had time to think more about any prompt and to transfer their responses of the prompt into their writing. This happened because the focus of the English lesson itself was not merely on writing but all skills including all aspects of the language learning, such as grammar, speaking, reading, and listening. However, sometimes their improvement on writing skill, including their thinking process, seemed to be neglected. They had limited time and chance to explore more about what was in their mind about the lesson taught, and limited media to express and record their thought, opinions, responses, or reflections to what they learnt. Hence, when the students were involved in the writing activities, they would use most of the time just wondering about the correct form of their writing or even formulating their ideas as exactly the same as the model given. Those things obstructed their improvement in writing skill because unconsciously, they would reduce the time and attention of expressing the ideas and thoughts to write. Whereas, when they were doing practices in writing they are also indirectly gathered with the forms of writing that had been taught before. Besides, they would be also gathered with the vocabularies when they were trying to find out the proper words related to what they were writing.

  It is also the fact that the students regarded writing was more difficult than any other skills. It came to their mind that writing was all about vocabulary, spelling,

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  4 grammar, punctuation, and the mechanism of writing. Those made the students consider writing as a frightening activity.

  Thus, there is a need to provide the students more time and chance to think and write more including the challenging materials to support their learning. The fundamental consideration is that a teacher need to find the suitable strategy to cover all things aimed at the improvement of the students’ writing. When an appropriate strategy and materials are given to the students, they may improve their writing skill as well as their grammatical knowledge. Therefore, the researcher chooses expressive writing that is considered as low-stakes-writing to be adapted in the materials development so that students may explore their ideas and all expressions to be written in their writing.

  One good strategy that represents low-stakes writing assignment is using a journal (Vacca and Vacca, 2000:226). Journal writing is closest to natural speech, and writing can flow without self-consciousness and inhibition. It is a safe strategy to practice writing in day-to-day basis because it is less formal and less threatening. The journal is also a mean for the students to “talk” what is in their mind about a particular topic (Hopkins, 1999).

  Journal entries, what the students write in their journals, can provide tangible evidence of mental processes. They allow the students to make thoughts visible and concrete, to give them chances to interact with and elaborate on specific topic, and to expand their ideas (Kerka, 1996). They also invite the students to express their critical

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  5 Journals are tools for growth through critical reflection, for it is not enough to observe and record experiences, but "equally important is the ability to make meaning out of what is expressed" (Clark, 1994:355). Journals provide time for the students to connect both new information given and what they have already known into values or further thoughts they can formulate through journals.

  For teachers who teach English as a Second Language (ESL) or as a Foreign Language (EFL), this activity helps them to understand about their students’ ability in the new language as well as their interests and needs. With increased understanding comes the possibility of helping learners to adjust more fully to the teaching-learning situation, to the new language and for those in an ESL setting, to life in a new culture (Hiemstra, 2002). Besides, teachers can also find their students’ grammatical weaknesses through their journal writing as consideration of further learning on grammar section.

B. Problem Formulation

  Considering the previous explanation above, the researcher conducts this research to answer questions stated as follows:

  1. How is a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta designed?

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  6

  2. What does a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta look like?

C. Problem Limitation

  The problems to discuss in this study are limited to designing and presenting a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta. This research intends to help the students increase greater competence in writing in challenging and enjoyable way.

  Besides, this research is about designing the materials and is not meant to be developed into experimental research.

  Using journal supports students’ personal interaction with course materials. It helps the students to generate ideas, write predictions, and arouse curiosity about topic to be learnt. Moreover, journal also encourages them to record thoughts and feelings in response to what they have read (Vacca and Vacca, 2000:226). Therefore, the researcher attempts to develop a set of writing materials by emphasizing the use of journal writing. Journal writing challenges the students to have frequent time to write and express their thoughts, reactions, responses, feelings, and experiences so that they can gradually improve their writing skill through the meaningful process.

  The main target of using journal writing is to help the students explore their thoughts and express them into their writing. The students will not be forced to

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  7 but most of all invite them to have regular writing. By doing this, it is hoped that writing will not be considered as difficult but interestingly challenging.

  The materials developed in this research are intended to facilitate the students and encourage them to discuss, listen, comment, share, read, give opinion, response, and engage them into the language. There will be also prompts to facilitate the students having themes for their writing so that the students will not be confused with what they are going to write.

  D. Research Objectives

  Considering the formulation of the problems, there are two objectives to be obtained. They are stated as follows:

  1. To find out how is a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta designed.

  2. To present a set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta.

  E. Research Benefits

  Any research will be useless if it has no significances or contributions for a particular scientific area. This research is intended to give some benefits to all parties dealing with the English learning in SMKN 2 Depok Sleman Yogyakarta. The

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  8 1. for students of SMKN 2 Depok Sleman Yogyakarta

  Students of SMKN 2 Depok Sleman will be provided with a set of instructional writing materials incorporating journal writing based on the result of the research.

  The set of the materials provides chances and activities to think and write more so that it may challenge the students to improve their writing skill as well as engage themselves with the language. 2. for the English teachers of SMKN 2 Depok Sleman Yogyakarta

  The English teachers will be provided with a set of instructional writing materials incorporating journal writing that can be considered as good alternative for the materials and sources for the teaching. 3. for the researcher

  The researcher, who is a student of English Education Study Program, will get many benefits because she has to learn how to design instructional materials concerning developing students’ writing skill by incorporating journal writing. 4. for further researches

  The result of this research can be as a starting point to conduct another research about English for Senior High School because the materials designed still needed evaluation.

F. Definition of Terms

  There are terms used in this research. In order to have clear understanding of this research, the researcher includes definition of some terms used in this research.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  9

  1. Instructional Design

  Banathy (1976:16) defines instructional design as “any interaction between the learner and his environment through which the learner was making progress toward the attainment of specific and purposed knowledge, skill, and attitude”. Moreover, Gagne and Briggs (1978:18) offer another definition as follows:

  “…… designing an instructional system is the construction of an-over arching framework for accomplishing whatever variety of learned outcomes the course (or curriculum) intends. The design of such an instructional system is drown from the accumulated wisdom contained in teaching models, learning theory and other relevant discipline and experiences. The purpose of an instructional system, however, is to provide the necessary means for achieving all the types of outcomes called for in the curriculum or course being considered”.

  In this research, instructional design is defined as the whole process of developing instructional materials and the activities involved in order to provide better learning for the students incorporating journal writing.

  2. Instructional Materials

  Richard and Rodgers (2001:29) define that instructional materials can provide detailed specifications of content, even in the absence of syllabus. Richard and Rodgers give guidance to teachers on both the intensity of coverage and the amount of attention demanded by particular contents of pedagogical tasks. In this research, similar to Richard and Rodgers, instructional materials focus on the discussion and all things that are going to be taught and learned.

  3. Writing Tiedt (1982:2) perceives that writing is one way of expressing what we think.

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

  10 that includes what happens before the students writes(pre-writing) and what happens after the students write(post-writing). During the process, the students think, feel, and experience as they produce a piece of writing. That is why the process becomes more important than the final product because the students will learn more from the process itself.

  4. Journal Writing

  A journal is a record of thoughts about your learning within a course or professional setting. It is a written regularly over a specific period. In journals, we can draw on wider reading, describe events, experiences, and issues associated with a particular study and also analyze and reflect on them (Writing a Journal). Vacca and Vacca (2000:226) stated that journals are sometimes called learning logs. In this research, journal writing is an activity as facilitation for the students to express their thoughts, feelings, experiences, opinions to the prompts given. To help them express their thoughts, feelings, experiences, opinions to the prompts, the researcher will provide every single writing activity with particular guided theme.

  5. Eleventh Grade Students of SMKN 2 Depok Sleman Yogyakarta

  Eleventh grade students of SMKN 2 Depok Sleman Yogyakarta are those so called senior high school students majoring engineering field. The second grade is perceived as the second year to learn the theoretical subjects including English. They will do the practical subjects of their particular engineering area in the forth year of their study. However, the English taught in this school is general English but not the

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

CHAPTER II REVIEW ON RELATED LITERATURE This chapter mainly discusses the review of related literature to support the

  research. There are two parts of discussion. The first part is Theoretical Description consists of brief discussion on some theories as the basis of the study. The theories discussed to establish the framework of the study. The second part is Theoretical Framework that summarizes all the major relevant theories for designing the materials.

A. THEORETICAL DESCRIPTION

  There are four major issues underlie this study. Those are the issues on the nature of writing, Journal Writing, Instructional Design concept and the structure of language lesson in reflective teaching. Therefore, this section is divided into four parts. Each parts reviews the theories of the issues mentioned previously.

1. Writing

a. The Nature of Writing Tiedt (1982:2) perceives that writing is one way of expressing what we think.

Dokumen yang terkait

A set of integrated reading writing materials of self-access centre in SMK Negeri 2 Depok for the tenth grade students.

0 1 160

Designing instructional writing materials using movies for eighth grade students of SMP BOPKRI 3 Yogyakarta

0 0 139

Designing a set of writing instructional materials using mind mapping for the eight grade students of SMPN 1 Kalikotes Klaten.

1 4 366

A set of instructional writing materials incorporating journal writing for the eleventh grade students of SMKN 2 Depok Sleman Yogyakarta.

0 0 211

Designing a set of supplementary instructional listening materials incorporating content-based instruction and cooperative learning for the eleventh grade students of SMA 9 Yogyakarta.

0 2 270

Designing a set of instructional speaking materials for the second year students of SMKN 2 Depok Sleman Yogyakarta using a task-based approach.

0 0 165

Designing a set of supplementary instructional grammar materials using contextual teaching and learning for the eleventh grade students of SMAN 1 Depok Yogyakarta

0 0 153

A set of integrated reading writing materials of self access centre in SMK Negeri 2 Depok for the tenth grade students

0 0 158

Designing a set of english instructional materials incorporating multiple intelligences theory for the fourth grade students of SDN Ungaran II Yogyakarta - USD Repository

0 0 181

Designing a set of supplementary instructional listening materials incorporating content-based instruction and cooperative learning for the eleventh grade students of SMA 9 Yogyakarta - USD Repository

0 0 266